London Bridge Is Falling Down

London Bridge is Falling Down Patricia Garrett T. H. Rogers K-8 School INTRODUCTION Structural Engineering: Buildings and Bridges What prompted me to choose this theme from the many enticing topics offered at this year’s Houston Teachers Institute introductory colloquium? Perhaps it was recalling the awesome mixed feelings of apprehension and power when blasts of my air horn would alert the bridge tender that a thirty-two foot sailboat wished to pass beneath his iron girded section of the highway. Bells would ring, gates would drop, and both north and south bound vehicular traffic was brought to a halt while I circled cautiously beneath the slowly opening jaws of the bascule bridge that spanned the channel that led to the bay and, eventually, the Gulf of Mexico. With a wave to the keeper of the bridge, I would rev my engine and pass through, my mast now safely clear of the open overhead highway. The narrow channel for two-way boat traffic was a tricky passage in that it was dominated both by the overhead bascule bridge and a few boat lengths away, a swing bridge for trains. Boaters knew that either bridge would close if an emergency vehicle needed to cross the bridge or a train was approaching: two important instances when a boat of any type or size does not have right-of-way. In the worst case scenario no sailor ever wanted to be caught in that no-man’s-land between the two closed bridges, doomed to circle with other trapped souls in a tide impacted, narrow, and not too deep embayment. The train bridge is gone; only the wooden and concrete piers remain. The bridge tender and the bascule bridge are gone, replaced by a higher bridge. I miss both. With trepidation and respect I approach the remaining swing bridges and locks of the Inter- Coastal Waterway. And the thrill of a successful passage always outweighs the uncertainties. Just as it did those many summers ago when we foolishly hiked above the arch bridge that spanned the fast moving Ottawa River and, swimming upstream, managed to negotiate between the second and third abutments, so as to float downstream, avoiding being sucked under the log jams, and swim safely back to the boom that kept the logs destined for the paper mill away from the shore. The thrill outweighing the uncertainties: the excitement of passing beneath the bridges perhaps more memorable than passing over them. Thinking back to what I know about bridges, or more specifically to what I first remember about bridges and school, the song “London Bridge is Falling Down” comes to mind; a game- song played in a circle with other kindergarten students. Paradoxically, if we teach children that London Bridge is falling down (which it isn’t), then why not teach them about what’s keeping it, and others, up? My plan is to design this unit as a series of combined mathematics and science lessons embedded within the context of bridge design and construction as a way of connecting the subjects I teach (fifth grade math and science) to a historical overview of bridges. 30 Houston Teachers Institute PURPOSE AND THEME My goal is to create a type of student centered and student driven independent study project for my gifted students, rather than a step by step set of sequential lessons. Therefore this curriculum unit should be thought of as a guide for teaching a thematic unit based upon bridges for students of any age, rather than a specific ordered menu of lessons for the gifted only. London Bridge Is Falling Down The Nursery Rhyme/Song London Bridge has fallen down, Fallen down, fallen down, London Bridge has fallen down, My fair Lady. Build it up with wood and clay, Wood and clay, wood and clay, Build it up with wood and clay, My fair Lady. Wood and clay will wash away, Wash away, wash away, Wood and clay will wash away, My fair Lady. Build it up with bricks and mortar, Bricks and mortar, bricks and mortar, Build it up with bricks and mortar, My fair Lady. Bricks and mortar will not stay, Will not stay, will not stay, Bricks and mortar will not stay, My fair Lady. Build it up with iron and steel, Iron and steel, iron and steel, Build it up with iron and steel, My fair Lady. Iron and steel will bend and bow, Bend and bow, bend and bow, Iron and steel will bend and bow, My fair Lady. Build it up with silver and gold, Silver and gold, silver and gold, Build it up with silver and gold, My fair Lady. Silver and gold will be stolen away, Stolen away, stolen away, Silver and gold will be stolen away, My fair Lady. Set a man to watch all night, Watch all night, watch all night, Patricia Garrett 31 Set a man to watch all night, My fair Lady. Suppose the man should fall asleep, Fall asleep, fall asleep, Suppose the man should fall asleep? My fair Lady. Give him a pipe to smoke all night, Smoke all night, smoke all night, Give him a pipe to smoke all night, My fair Lady. (Williams) Is there a story here to be investigated? Indeed there is. Each stanza describes a different phase of the old Bridge’s history that began during the Roman occupation of England. The bridge, which spanned the Thames River, was originally made of timber and clay and was fortified over the years with many of the materials mentioned in the song; “wood and clay, bricks and mortar, then iron and steel.” It was attacked by Vikings in the 1000s and suffered many fires that necessitated using the different building materials. The first stone bridge was begun in 1176 and took thirty-three years to construct. The twenty arches were thirty feet wide and sixty feet high, and the bridge included towers and gates. Peter de Colechurch, an English monk, engineer, and stonemason supervised the construction. The current of the river turned grist wheels beneath the bridge; while houses, apartments, shops, and a chapel were erected atop. By 1300 there were about 140 shops, some three stories tall, built upon London Bridge. The mention of silver and gold in the song refers to the shops that conducted business on the bridge. The Great Fire of 1666 caused its arches and foundations to weaken, and resulted in thatched roofs being banned in London until 1994! The second London Bridge, begun in the 1820s, was built north of the old one. Eleven years later the ‘new bridge’ was opened, and the old one was razed. The last three verses of the song refer to a “man.” Was the “man set to watch all night,” there to protect the bridge in case of fire, guard the shops, or keep strangers from crossing the bridge in the dark of night? In the 1960s the bridge could not bear the demands of twentieth century traffic, so it was sold, shipped, and reconstructed stone by stone at Lake Havasu City, in Arizona. Today the “third” or “newest” London Bridge stands strong in the southwestern United States (Alchin; “London Bridge, 1500”). The study of this bridge alone, which spans 800 years, has enough history, math facts, and science related events to keep a class busy for several weeks. I visualize using it as my “introductory bridge,” the one I’ll use to inspire my students. I will encourage them to search out facts about this bridge as a way of stimulating their curiosity about bridges in general. Bridges as Inspiration In the beautifully illustrated book, Bridges, Triumphs of Engineering, the authors, Perino and Faraggiana, describe their selections as “examples that demonstrate the evolutionary process of bridges during different historical epochs around the world” (10). It is my intent that looking at bridges from a historical perspective will also enable my students to appreciate the impact that advancements in scientific knowledge have had on the construction of bridges over time. 32 Houston Teachers Institute This perspective also leads one to consider a social studie s connection as well. According to Sorel’s article, “The Integrated Curriculum,” she feels “there is more overlap between social studies and science” than integrating science with mathematics (21). Even though I teach only mathematics and science, I intend to investigate this association. The following National Curriculum Standards for Social Studies (NCSS 1994) include: · Standard III: People, Places, and Environments · Social studies programs should include experiences that provide for the study of people, places and environments. · Standard VII: Production, Distribution and Consumption · Social studies programs should include experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services. (Sorel 25) It would be difficult indeed to explore the history of bridges and bridge construction without including some information about people, places and environments as well as discuss how bridges have impacted the production, distribution and consumption of goods and services. Timelines are cross-curricular illustrations found in mathematics, science and social studies objectives. A dynamic “Bridge Timeline” could be created and used by the class to illustrate bridge construction and design. Have the students add and reposition bridges on the classroom chart as they collect more information throughout the year. Have the students list pertinent facts with the source on small index cards and turn them in for a grade or possible extra credit. Just as the construction of bridges has changed over time so will the classroom Timeline. LaFontaine’s Bridges of the World Coloring Book explores the history of bridge construction from Anglo-Saxon Stone-slab “clapper” bridges to the 1960’s Verazano-Narrows Bridge, New York.

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